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The Classroom and Beyond: Finding Ways
to Improve School Climate in Classroom
and Non-Classroom Settings
Materials
August 21, 2014
Hank Bohanon
hbohano@luc.edu
http://www.hankbohanon.net
Please feel free to use these materials. Please let me know if they are
helpful to you and how you use them to support your efforts.
1
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Exploring Other Schools
What is working well?
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District level support in place
Use of Safe Schools grants to funding coaching
High levels of implementation
Office Discipline Referrals are going down in some cases
Connecting student voice with school climate
Adjustments to climate based on student input (e.g., facilities)
Expectations are “branded” in the community
Great staff, teachers, great students
Universal supports in place (e.g., expectations and posters)
Positive discipline model protects student dignity
Reminders for student expectations in school announcements
Teaching matrix in place
Some acknowledgments in place for students
o Weekly and monthly awards, photo walls of recognized
Access to schoolwide data system (e.g., SWIS)
Braiding of RtI and PBIS teams and initiatives
Connecting Multi-tiered supports with Professional Learning Communities
Alignment of core curriculum
Increased student engagement (e.g., belonging, being a part of school)
Focus on improving effective classroom practices
Understanding that change in HS takes 3-5 years
Taking at least a year to plan before roll out
Building more intensive programs (e.g., secondary, tertiary supports) off of solid
core (e.g., universal, schoolwide supports)
Engaging content and instruction decreases problem behavior
Teams combing together to support schoolwide efforts
Leadership teams involve department heads
Training teachers on practices to support buy-in, before rollout (e.g., teaching
expectations)
Other:
2
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Next Steps
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Refresh new teams members on key ideas for tiered systems of support
Connect tiered systems of support practices with high schools (e.g., need for more
examples)
How to be more proactive in relation to discipline
How do we go deeper with schoolwide supports in classroom settings?
Buy-in and ownership for schoolwide supports from staff and students
What do tiered systems of support look like with a small/large staff?
How to address behavior from students from dynamic homes/backgrounds (e.g.,
group homes, conflict, mobility)
Need for more high school specific acknowledgement practices/examples, from
other schools
Identify and support classroom practices that are effective
What does acknowledgment look like for high school settings?
How to develop small starts that lead to effective outcomes
How to improve climate of the school, this is not a jail?
How to implement tiers I and II with limited resources (e.g., lack of access to school
counselors)
Organizing supports around tiers II and III, we some have in place, just not
organized
What are the systems around tiers II and III to make them effective?
What are some useful tier II and III interventions?
Deciding if student problems are based on “Can’t do” or “Won’t do”
How to address redirecting the same students multiple times
How teachers can respond to students with more intensive needs?
Teachers’ consistency with addressing policies (e.g., cell phone, dress code)
Getting more students involved in schoolwide supports
Addressing a need for response to students with intense behavior problems
How to develop improved rapport with students, particularly students with intense
needs
More supports for addressing tardy to class, disrespect, defiance, electronics, bully
behavior
How to make sure tiered systems of support is not binder on a shelf, just one more
thing
Consistency of the school safety/crisis plan – actual practice
How do PLC’s connect with tiered systems of support
How do you connect service learning with tiered systems of support
Other:
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Supportive Environments Quiz
With the following statements, decide who was the possible author (e.g., elementary school
administrator, middle teacher, high school teacher, other).
1. We cheer people on all the time..We celebrate everything! Although we do have some
formal celebrations, a lot of them are informal, spontaneous celebrations that cost little or
no money.
2. We catch people doing things right and accentuate the positive by praising them.
3. [After problem] I watch him or her closely so that, as soon as possible, I can catch the
person doing something right.
4. People listen to you because they trust you, not just because of your authority.
5. Culture defines what “Doing the Right Thing” means in a group, it makes dealing with
expected behavior “not personal.”
6. Our core values include: Pursue Growth and Learning, Be Passionate and Determined,
Be Humble
4
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Classroom Management Self-Assessment
Sugai, Colvin, Horner & Lewis-Palmer
Current Status
Effective Classroom Management Practices
Not In Pl
0
1.
Classroom behavioral expectations defined and taught (consistent
with school-wide expectations)
2.
Classroom routines defined and taught
a) Signal established for obtaining class attention
b) Self-management
3.
Active supervision of classroom
a) moving through classroom, scanning, interacting
4.
Positive environment established
a) 5 positive comments to every correction/negative
b) First comment is positive/ celebrations
5.
Physical layout is functional and minimized crowding
a) Classroom activities have locations
b) Teacher able to monitor whole class
c) Traffic patterns established
6.
Partial In Place
1
2
Maximize academic engagement
a) Opportunities for student responses (0.5/min)
7. Promote academic success
a) Academic success rate matches level of learning
b) Curricular adaptations available to match student ability
8.
Hierarchy of responses to problem behavior
a) Do not ignore moderate/intense problem behavior
b) Specific feedback for social/academic errors
c) Responses to problem behavior allow instruction to continue
9. Vary modes of instruction
10.
System available to request behavioral assistance
Summary Score
Total Points = ______ X 100% =
20
%
5
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Effective Behavior Support (EBS)
Self-Assessment Survey
Version 2.0
See http://www.pbis.org/blueprint/evaluation-tools
Data Collection Protocol
 Conducted annually, preferably in spring.
 Completed by all staff.
 Use results to design annual action plan.
6
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Assessing and Planning Behavior Support in Schools
Purpose of the Survey
The EBS Survey is used by school staff for initial and annual assessment of
effective behavior support systems in their school. The survey examines the status and
need for improvement of four behavior support systems: (a) school-wide discipline
systems, (b) non-classroom management systems (e.g., cafeteria, hallway,
playground), (c) classroom management systems, and (d) systems for individual
students engaging in chronic problem behaviors. Each question in the survey relates to
one of the four systems.
Survey results are summarized and used for a variety of purposes including:
1. annual action planning,
2. internal decision making,
3. assessment of change over time,
4. awareness building of staff, and
5. team validation.
The survey summary is used to develop an action plan for implementing and sustaining
effective behavioral support systems throughout the school (see “Developing an EBS
Annual Action Plan”).
Conducting the EBS Survey
Who completes the survey?
Initially, the entire staff in a school completes the EBS Survey. In subsequent years and as an on-going assessment and
planning tool, the EBS Survey can be completed in several ways:
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All staff at a staff meeting.
Individuals from a representative group.
Team member-led focus group.
When and how often should the survey be completed?
Since survey results are used for decision making and designing an annual
action plan in the area for effective behavior support, most schools have staff complete
the survey at the end or the beginning of the school year.
7
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NONCLASSROOM SETTING SYSTEMS
Current Status
In
Plac
e
Parti
al in
Plac
e
Not
in
Plac
e
Feature
Non-classroom settings are defined as
particular times or places where supervision
is emphasized (e.g., hallways, cafeteria,
playground, bus).
Priority for
Improvement
High
Med
Low
1. School-wide expected student behaviors
apply to non-classroom settings.
2. School-wide expected student behaviors
are taught in non-classroom settings.
3. Supervisors actively supervise (move,
scan, & interact) students in non-classroom
settings.
4. Rewards exist for meeting expected
student behaviors in non-classroom settings.
5. Physical/architectural features are
modified to limit (a) unsupervised settings,
(b) unclear traffic patterns, and (c)
inappropriate access to & exit from school
grounds.
6. Scheduling of student movement ensures
appropriate numbers of students in nonclassroom spaces.
7. Staff receives regular opportunities for
developing and improving active supervision
skills.
8. Status of student behavior and
management practices are evaluated
quarterly from data.
9. All staff are involved directly or indirectly in
management of non-classroom settings.
Name of School ____________________________________________
Date ______________
8
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LESSON PLAN OVERVIEW
BIOLOGY
Week of September 1, Periods 1,2,4,5,7
By BK
Themes:
Welcome students;
Begin to set climate of class (i.e. a climate of safety and learning);
Introductions and overview of class, expectations and routines;
General introduction to science and to “science in the news”.
Monday, 9-01
No School - Labor Day Holiday
Tuesday, 9-02 (modified schedule)
1.
2.
3.
4.
5.
5.
Welcomes students.
Introductions - introduce self ; have students introduce the student next to them by
first interviewing him/her (using prompts listed on transparency) and then
introducing them to the class. (transparency: listing interview questions)
Present a general overview of the class. (refer to transparency).
Explain what supplies students are expected to bring with them daily.
(transparency: listing supplies).
Distribute and have students complete the student profile forms.
Sign programs
{materials: transparencies; student profile form; programs}
Wednesday, 9-03 (advisory schedule)
1.
2.
3.
4.
5.
Welcome any new students. Sign programs.
Bell ringer: have students complete a chart [refer to transparency which lists the 4
school wide areas of expectations: (1) be respectful; (2) be academically
engaged; (3) be responsible; and (4) be caring.] Ask students to list the tings
they can do to meet each of these areas. Then ask students to list the expectations
they will have of me as teacher in each of the areas.
Ask students to present their lists and compile one master list for class (on easel
paper)
Distribute and review list of class rules.
If time allows: Prompt students to brainstorm current worldwide science related
topics. List on white paper.
Discuss each item with students prompting them to tell everything they know about
the topic.
Emphasize how important science is to our every day life.
{materials: transparencies; white easel paper}
Thursday, 9-04
9
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1.
2.
If # 5 from yesterday was not completed have students make a list of science related
news topics as bell ringer.
Relate to theme of science in the news, show video of various news clips regarding
major current science related issues occurring throughout the world. Stop and start
video prompting discussion of each topic. Relate to list completed by students.
(materials: video, vcr, TV, white sheet from yesterday)
Friday, 9-05
1.
Distribute Biology pre-test. Explain purpose. Have students take test. {handout
pre-test}
10
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BIOLOGY SYLLABUS
Class Taught by Mr. K
September,
Course Description
Biology is the study of living things. Scientists estimate that there are more than 12 million
different species of organisms living on Earth today. These living organisms range in size
from tiny microscopic bacteria to huge blue whales and towering redwood trees. Although
they differ greatly in where and how they live, all living things share certain characteristics
that make them different from nonliving things. These characteristics include the ability to
reproduce, to grow, to develop, to use energy, and to respond and adapt to changes in the
environment.
Course Objectives:
By the end of the school year you will be able to demonstrate a good understanding of the
principles, processes and vocabulary related to the following areas:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Important life processes;
Scientific inquiry and investigation, including the scientific method;
The cell, including cell theory, cycle, structure, processes, growth and division;
Biochemistry;
Ecology;
Energy processes, including photosynthesis, ATP and cellular respiration;
DNA and Genetics;
Reproduction;
Classification;
Evolution;
Other current science, research and related issues;
Required Texts, Materials, and Supplies
Text:
BIOLOGY, The Web of Life By Scott, Foresman, Addison Wesley
Materials and Supplies
(1)
Notebook (3 ring binder);
(2)
Pens, paper, pencils;
(3)
Other items supplied by the school, I.e. colored pencils, dividers, markers,
construction
paper, rulers, microscopes, videos, lab materials and
supplies, pictures, newspapers,
journals, magazines and other
scientific publications
11
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Class Format
*Bell ringers
*Individual, pair and group work
*Note taking
*Reports (written and oral)
*Science notebook
*Tests and quizzes
*Lecture
*Demonstration
*Reading
*Written class assignments
*Homework
*Lab activities
*Presentations
*Vocabulary work
*Interactive dialogue, discussion, debate
*Research paper
*Extra credit assignments
As indicated by the above list, the class format will emphasize and incorporate reading,
writing and higher order thinking skills.
Classroom Rules and Expectations
You Will::
1.
2.
3.
Follow the Uniform Discipline Code;
Follow the classroom expectations (see attached lists)
Maintain good attendance; [Unexcused absences WILL LOWER YOUR GRADE]
# of days absent
*from 9/2/03 to 1/30/04
Highest possible grade for
Semester One
Less than 9
A
9
B
10 - 13
C
14 - 17
D
18
F
*the same policy applies to Semester 2, just change the
dates from 2/2/04 to 6/22/04
Grades
Grades will be determined by the percentage of total points accumulated. Grades
will be given as follows:
90 - 100
A
80 - 89
B
70 - 79
C
60 - 69
D
Below 60
F
Notebook
(10% of grade)
Performance Points
(25% of grade)
Academic Points
(65% of grade)
Organization of all work
On time for class
Prepared for class
Tests
Quizzes
Neatness of papers
Behavior
Activities and projects
Ownership of notebook:
Evidence of individuality
Participating in class discussions and
assignments
Class work and homework
12
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*
There will be no exceptions to the grading policy. Tardiness, cutting and
inappropriate behavior
will have a big effect on your grade.
*
Chapter tests and quizzes: material will come primarily from assigned readings,
lecture notes, lab work, and other assignments as announced.
*
Assignments MUST be legible or they will be returned without a grade.
*
Semester tests: will be comprehensive.
*
Make-up tests: For excused absences only , must be taken within three days of the
student’s
return to school.
*
Late work: Work that is late, due to an excused absence or other approved reason,
will be
accepted within one week of the due date. Grade may be lowered one step.
NOTE: If absent, it is the student’s responsibility to find out what he or she has missed .
*************************************************************************************
I have read the syllabus for Mr. K’s class. I understand the content of the syllabus and agree
to abide by the rules, expectations and other items outlined in it.
______________________________ ______________
Signature
Date
_______
Period
13
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CLASS EXPECTATIONS
As prepared and listed by students on in
Mr. K’s BIOLOGY CLASSES
******************************************************************************************
**********
RESPECT
TREAT OTHERS THE WAY YOU WANT TO BE TREATED
Be polite to each other:
Don’t maker fun of other people
Listen to others
Respect other people’s opinions
Respect other people’s belongings
Don’t interrupt others
Enter and leave the room without pushing or yelling
Raise your hand before talking
Follow rules
Do not disturb the class
Use proper language - No profanity - It’s not just what you say but how you say
it (tone of voice, inflection)
No rude nonverbal body language - I.e. rolling eyes; slouching; loud sighing
ATTITUDE
ACADEMICALLY ENGAGED
COME TO CLASS WITH CONFIDENCE
Work hard
Do your best
Come prepared for class:
Bring assigned completed work
Bring needed supplies
Complete all assignments and do it on time
Be organized
Take notes
Ask questions
Listen
Participate in activities, discussions
Work with and help others
Pay attention
Come on time
Use the library
Discuss and debate
Learn how to communicate
14
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Study
Raise your hand before talking
ATTITUDE
RESPONSIBILITY
TAKE RESPONSIBILITY FOR YOUR ACTIONS
Do your best
Show respect to others
Wear ID (visible)
Follow dress standard
Be on time
Listen
Listen before acting
Copy down assignments
Complete assignments
Come prepared for class
Keep track of things
Take care of books, supplies, classroom
Return supplies and other borrowed items
Help others
Attitude
BE HONEST
TEACHER
BE A ROLE MODEL - SET A GOOD EXAMPLE
Be polite
Be on time
Come prepared with completed lesson plan
Give meaningful work
Respect students
Respect the opinion of students
Be fair to all students
Treat all students equally (don’t play favorites)
Pay attention to students
Make eye contact with students
Listen to students
Listen to suggestions
Help students
Answer questions
Don’t use put downs
Don’t use profanity
Stay calm; don’t yell; control anger
Give advance notice of assignments and tests
15
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Grade papers and tests on time
Grade “right” (fairly)
Watch body language
Maintain a clean classroom
Remember that “things go both ways”
Treat students as young adults
ATTITUDE
16
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Example Matrix: First Day of School Laptop Roll Out and PBiS Lessons for Computer and
Technology For Grades 7-12
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SAFE
Carry laptop with
cover closed
Use a padded
carrying case to
take the laptop
home
No food or drink
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Laptops/Desktops
RESPECTFUL
RESPONSIBLE
Check out the laptop
 Keep backgrounds,
so others know you
screensavers, or any
have it
settings in original
settings
Stay only in your files
keeping others’ files
 If there is a problem
safe
with laptop report it
Hard drive passwords
 Personal laptops used
are off limits
only with permission

STAFF
Monitor,
supervise, and
teach
appropriate
behavior and
safety
Expectations of laptop care were reviewed with technology coordinator and
superintendent on the first of school. Grades 7-12 were accompanied by their sponsors at
different stations that covered internet, cellphone, and technology safety expectations. All
staff was involved in teaching the internet safety lessons.
Laptop
Checkout
10:00 to
10:20
10:25 to
10:45
10:50 to
11:10
11th-12th Gr
Oops I
broadcast it
over the
Internet….
9th-10th Gr
Overexposed
College
Bound
11th-12th Gr
9th-10th Gr
7th-8th Gr
11th-12th Gr
9th-10th Gr
Private
Today,
Public
Tomorrow
7th-8th Gr
7th-8th Gr
Ona Ebsen
School Counselor
West Boyd Public School
www.westboyd.com
Spencer, NE 68777
402.589.1333
Fax: 402.589.1142
17
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Example lesson/song for locker cleaning: This is an Alert Now Message from West Boyd
Public School. Please listen carefully for the instructions….
Deep In Your Locker
Deep in your locker, what is that smell?
Oh my gosh, -can you tell?
Maybe a t-shirt with lots of sweat
Sneakers or dirty socks I bet.
Ho, ho, ho, who wouldn’t go?
Ho, ho, ho, who wouldn’t go?
Deep in your locker, pitch and throw
All that trash just has to go.
First goes the notes you never took
Found an overdue library book
Get that food and pop bottles out
We’ll give you a slushy so you don’t pout
Ho, Ho, Ho, who wouldn’t go
Ho, Ho, Ho, who wouldn’t go
Make sure you take home all your junk
Start the year off with a nice clean bunk.
Now that your locker is empty too
Get germ wipes and make it new
Set your books up -nice and neat
Then next year you’ll get your treat.
Ho, ho. Ho, who wouldn’t go
Ho, Ho, Ho who wouldn’t go
Deep in your locker, Make it Quick
When you come back -a slushie -from Mary & St Nick.
So here’s the deal….
Clean your lockers and locker room
And we will all enjoy a slushy when we come back after Christmas.
Thanks…..
Ona Ebsen
School Counselor
West Boyd Public School
www.westboyd.com
Spencer, NE 68777
402.589.1333
18
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BUILDING EXPECTATIONS
Sample Lesson Plan
Objective: Students will be able to identify and demonstrate respectful
behaviors in common areas when presented with a role play situation.
Expectation: Be Respectful
Location: When talking with adults in hallways, classrooms, and assemblies.
Activity: Role play either with students or staff
Why this is important: Ask “Why is being respectful to adults important?”
(Sample responses include: People treat you the way you treat them, its nice,
everyone is happier)
Negative Example:
Ask “What does it look like to be disrespectful to adults?”
(Sample responses include: yelling back, screaming, cursing, continue to talk)
Positive Example:
Ask “What does it look like to be respectful to adults?”
(Sample responses include: listening while others talk, using inside voice,
Practice:
Students practice negative example first then positive. Tell the students,
Say “We are going to practice the wrong and the right way to ___________.” First,
you are going to show us what being disrespectful looks like in ______________.
Then, we are going to practice it the right way.”
Say “Remember not to do anything that will get you sent to the office or sent
home. Also, remember when I raise my hand you are to stop what you are doing!
When I raise my hand what are you to do?”
How will you know they have learned the skill?
“OK, great job! We will be looking for these sorts of behaviors in the fall. If you
follow these expectations, you will have a much better experience at Senn. Thank
you and good night Las Vegas.”
Next Steps: Practice or discuss other situations “what should you do if asked
for your ID in the hall?”
19
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BUILDING EXPECTATIONS
Sample Lesson Plan
Objective:
Expectation:
Location:
Activity:
Why this is important:
Negative Example:
Positive Example:
Practice: Students practice negative example first then positive. Tell the
students, “Remember not to do anything that will get you sent to the office.
Also, remember when I raise my hand you are to stop what you are doing!
When I raise my hand what are you to do?”
How will you know they have learned the skill?
(short term and long term)?
Next Steps:
20
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Checklist for teaching expectations
Activity for teaching ___________
Yes= 2 Good Start = 1 No = 0
(list the expectation being taught)
Comment for additional
practice
Was the schoolwide expectation
explicitly stated?
Was the location where the behavior is
to be carried out identified?
Was the teaching method clear (e.g.
discussion, role play)
Was a prompt given to discuss why this
expectation was important?
Were students asked for negative
examples of the expectation?
Were students asked for positive
examples of the expectation?
Were the students allowed practice the
negative, then the positive behavior?
Did the teacher pre-teach prompts (e.g.,
when I raise my hand, stop yelling), to
stop inappropriate role play (e.g., show
what … does not look like) and were
limits of behavior set?
Did the teacher pre-teach limits for the
negative role play (e.g., remember not to
do anything that will get your thrown
out of class)?
Were the students provided with
feedback about their performance and
perhaps additional practice in another
situation?
Total Points:_____________________ Teacher’s Name:________________
Percentage:______________________ PBS Consultant:________________
Teacher has reached a proficiency level of 90% or better ____________
Yes/No
21
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Student Engagement
Very good resource for research around literacy and student
engagement (Click on Icon)
998_al_video_kamil.
pdf
Also…
Learning Together About Engaging Text Discussion
Purpose
Trainers, coaches, and expert teachers are encouraged to use
this tool to provide in-service training on facilitating text
discussion. During this session, teachers will work in the larger
group and in small groups to deepen their understanding of
instructional strategies and practices.
Materials
Laptop and projector
Media
Talking About Text: Discussion-Based Approaches to Reading
Instruction. Watch this multimedia presentation to learn about
important features of extended discussions about text. (5:51)
Engaging Adolescents in Discussions About Text. Watch this
expert interview with Dr. Janice Dole to learn about how teachers
can use engaging text discussion to facilitate reading
comprehension. (5:28)
Topic
Adolescent Literacy
Practice
Engaging Text Discussion
22
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Learning Together About Engaging Text Discussion
1. Watch the multimedia presentation, Using Text Discussions to Engage Students and
Improve Comprehension and the expert interview, Engaging Adolescents in
Discussions About Text. Lead a discussion to clarify the team’s understanding about
engaging text discussions. Ask them to reflect on these questions:

Why is it important to provide opportunities for adolescents to discuss text?

What are some key features of effective, extended discussions?

What should teachers consider when selecting a text for a discussion?

What are some of the roadblocks to implementing this practice? What are
some ways to address these roadblocks in your classroom?

What kinds of tools, materials, or training would you need to incorporate more
text discussion into your classroom?
2. Discuss as a group: What can teachers do to create a classroom environment that
supports classroom discussion?
Option: Teachers may discuss the question in small groups and draw a visual
diagram of a classroom environment that supports discussion.
Whole group or small group discussion topics may include the following:

Posing authentic and provocative questions for discussion

Establishing classroom norms for discussions

Creating a safe space for practicing speaking and listening

Modeling and practicing discussion roles

Providing prompts for participation (e.g., sentence starters)

Providing tools to organize discussions (e.g., graphic organizers)

Discussion aids posted on classroom walls

Physical set-up of classroom
3. Fishbowl exercise:
To the trainer: Bring in a short text and provocative discussion question for a fishbowl
exercise. A group of 5 or 6 teachers is seated in a circle in the middle of the room,
surrounded by observers. The group in the center is asked to read the text and
respond to the question. The observing group takes notes.
Option: You may take this as an opportunity to try out an activity structure like
reciprocal teaching or literature circles, or simply have a free-form discussion.
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Lead a discussion after the fishbowl activity about what was observed. The questions
below can serve as prompts for observers’ note-taking during the discussion or for
the debrief after the discussion:

What did you notice about body language and non-verbal behavior?

What did you notice about how people expressed an opinion?

What did you notice about the language or manner with which people agreed
or disagreed?

(If using roles) What did you notice about how each person carried out their
role?

How effective were the text selection and discussion question?

What skills or strategies did you notice the teachers using that your students
haven’t mastered yet?
As a wrap-up, have teachers discuss how they might conduct a fishbowl activity in
their own classrooms and how they would modify the activity for their own use.
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Acknowledging Students for Good Behaviors

Try to use a 4 to 1 ratio of positive to corrective comments in the
classroom

Be specific : “Thank you for being respectful and handing me your ID
when I asked for it”

Recognize students immediately after a good behavior

Be genuine: Convey sincerity with tone of voice and body language,
message, and choice of behavior to acknowledge (avoid patronizing
students)

Use vicarious reinforcement: acknowledge a student who is meeting your
expectation when others are not: “I really appreciate how productive
group one is being right now, you all have your books open and are
taking notes”

Make the activity relevant: If the content of an academic activity is
meaningful and interesting for students, it is rewarding for them to
behave well and participate. For example, for math class, allowing them
to complete word problems to figure out how to save money for a video
game system (Xbox, Playstation, etc.)
Pop quiz: What do you have available to you that would help you reinforce
students in a specific, immediate, genuine way? (Hint: Think School Store)
Types of acknowledgement:
Immediate/Frequent:
Intermediate (weekly?) – homework example
Large scale, school sprit oriented (school picnic?)
25
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Snapshot: Continuum of Strategies to
Encourage Appropriate Behavior
Benchmarks of Quality 25-32
Practice: Behavior Specific Praise Statements (BSPS) Ratio 4:1
Research:
The research supports the use of behavior specific praise statements to:
 teach new behaviors and support maintenance of acquired behaviors (Mesa, Lewis-Palmer, & Reinke, 2005)
 to increase on-task behavior (Fullerton, Conroy, & Correa, 2009)
 to decrease problem behavior (Hawkins, & Heflin, 2010; Lampi, Fenty, & Beaunae, 2005; Lane, Kalberg, Bruhn, Mahoney, & Driscoll, 2008;
Mesa, Lewis-Palmer, & Reinke, 2005; Stormont, Covington Smith, & Lewis, 2007; Sutherland, Wehby, & Copeland, 2000)
 provide increased opportunities for building positive relationships with students
 provide support to students with the most challenging behavior, needing targeted and/or intensive supports,
through more frequent behavior specific praise statements delivered contingently for appropriate behavior
coupled with less frequent reprimands for inappropriate behavior. Students with the most challenging behavior
typically do not receive access to even the average rates of praise that students without challenging behavior
receive (Lewis, Hudson, Richter, & Johnson, 2004)
What is it?
A behavior specific praise statement
is verbal/written feedback that is
descriptive, specific, and delivered
contingent upon student
demonstration of expected behavior
(Gable, Hester, Rock, & Hughes, 2009; Hawkins
& Hefflin, 2010)
Effective Praise
 “Excellent job listening and following
directions the first time.”
 “Your eyes are on me and your mouth is
quiet. Thank you for being ready to learn.”
 "Way to go! You asked for help and
followed the steps to complete your math
work before the end of class!”
 "Thank you for being on time this
morning, that's very responsible."



Less Effective
"Good job!"
"Excellent!"
"Well done!"
(Gable, Hester, Rock, & Hughes,
2009)
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Practice
 Develop classroom rules aligned
with school-wide expectations
 Post and teach classroom rules
 Use 2-3 words from the defined
classroom rules to formulate BSPS.
 Deliver BSPS immediately after
students demonstrate expected
behavior.
 Use prompts to remind you to use
BSPS (e.g. notes to self, tally marks,
paper clips from one pocket to
another, write BSPS on sticky
notes to distribute during
instruction.
(Conroy & Correa, 2009; Sprick, Knight,
Reinke, McKale, 2006)


Note: Praise alone may not be
powerful enough to change the
behavior of some students and
more concrete or tangible
reinforcers may need to be paired
with praise.
Note: Deliver in close proximity in
a way acceptable to the student
Observation and Feedback
Instructions:
Conduct a 10-20 minute observation to calculate the frequency and ratio of
positive feedback statements (BSPS) to negative feedback statements.
Complete a frequency count to record the number of times within the 10-20
minutes that the identified strategy is observed. This can be used as a selfassessment (e.g., recording), a tool for a peer observation, walkthrough, etc.
Consider graphing progess.
Date:
Strategy: Positive
Feedback Ratio 4:1
Frequency
Comments
Specific, positive
feedback (BSPS)
Negative feedback
Ratio of specific, positive feedback to negative feedback
Positive : Negative Ratio =
Measureable Goal:
(Gable, Hester, Rock, & Hughes, 2009 )
From Susan Barrett, PBIS TA Center
27
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From Susan Barrett, PBIS TA Center
28
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Reinforcement Planning Matrix
TYPE
WHAT IT IS
WHEN WILL
IT HAPPEN
WHERE
CAN/WILL
IT HAPPEN
WHO WILL
BE
IMPLEMENT
ING
NOTES
High
Frequency
“GOTCHAS”
Unpredictable/I
ntermittent
“BOOSTERS”
Attention
Grabbing
“Celebrations”
Based on the work of Steve Romano
29
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Link to Sample Acknowledgment Matrix:
http://hankbohanon.net/userfiles/High_School_PBS/Presentations/Acknowledgement/Sa
mple%20school-wide%20reinforcement%20plan%20PD%20OBJ4%20.doc
Professional Development on Redirection



Think off a student who is off task
o What might they be doing that is okay?
o If a student was in a white shirt but did not have out an ID, what
could you say first before asking about the ID?
When stopping a student in the hall, what happens when you don’t use the
techniques below?
o Use privacy, eye contact, and proximity when correcting
o Start with something positive – what are they doing right? Or what
is the student next to him doing that is right? Praise that behavior
specifically.
o Assume the student did not know the expectation (assume
innocence until proven guilty)
o Use humor – this is not sarcasm (e.g., you know, some times my
arms just fly around too, are you OK now? – Is this really being safe in
the hall?)
o Stay out of content when you ask for something or give a direction.
When the students says “why” or “who are you” then simply wait a
moment and repeat the direction. You must be willing to wait it out, if
not, do not use this!
o End with a teachable moment, “Was that an example of being safe?”
“What did you need to do instead?”
When attempting to redirect groups, have you tried the following?
o Acknowledge those who are on task. When the rest come back,
thank them. The same can be done for individual students: look for
anything they are doing right, and point that out. When they stop
problem behavior, thank them for their self-control without having to
be told (Hint: Start with something positive).
o Stop, wait for instructional control, remind and re-teach
expectations.
30
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Components of Effective Classrooms
Below, as a team, describe some “High Five” for your team based on what you are doing
well. Identify at least one specific action step to address an area of need for improvement in
a least one area.
Maximized Structure
Post, teach, model reinforce expectations
Active engagement
Varity of ways to acknowledge
Continuum of ways to respond
(Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008)
31
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Year at a Glance for PBS (General – specifics may change)
See http://hankbohanon.net for Word Doc
October
Training and planning with PBS Team
(Typically three meetings)
Develop guidebook for teachers
Develop action plan for first few months of school (Add to this at each meeting throughout the
year)
(Be ready for orientations, guidebook, tickets, store, raffles, data, meetings)
Kickoff for school year: Teach expectations, explain the acknowledgement system to all students
and staff.
Pass out guidebook and explain (include policy)
Distribute tickets to all staff members.
Begin to look at target level supports: identify groups
Team meets bi-monthly – review data
School store up and running, consistent raffle drawings.
Prepare for secondary supports, identify needs and data.
Feedback from staff about project
Recruit and orient new team members
Review Team Implementation Checklist
Share data with the staff
Team meets bi-monthly – review data
November
Begin planning first school-wide celebration
Review data, identify secondary needs
Parent climate survey
Team meets bi-monthly – review data
Summer
Vacation
August
September
December
January
February
March
April
May
June
Possible target month: school-wide celebration, encourage acknowledgment system
Secondary supports – on-going
Review Team Implementation Checklist
Share data with the staff
Team meets bi-monthly – review data
Refresh everyone on school-wide system.
Administer SET
Team meets bi-monthly – review data
Feedback from staff about project and present data
Possible target month: school-wide celebration(?), encourage acknowledgment system
Review Team Implementation Checklist
Share data with the staff
Administer EBS
Team meets bi-monthly – review data
Possible target month: school-wide celebration(?), encourage acknowledgment system
Planning retreat for next steps (all day)
Team meets bi-monthly – review data
Administer Climate survey
School-wide celebration (?)
Team meets bi-monthly – review data
Report summary data to staff and feedback
32
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Review Team Implementation Checklist
Set dates for summer planning/training
Final planning meeting
Team meets bi-monthly – review data
33
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SWE Rotational Sessions- Staff Development
45 Minutes Each
I.
II.
III.
Rationale: Who will do overview a. Why SWE i. Read through the rationale, make it a point to emphasize the
EVERYONE when feeling comfortable, valued and welcome
ii. Review the CIWP goal
iii. SWE is not a closed door committee, it is an always accepting, open
team
iv.Get back instructional time, fewer power struggles, adds to more
comfortable
and productive classroom environment
v. Data: SET (what you are doing), TIC (team’s perception), SAS
(teacher
perception) Highlights from office discipline referrals, Goal 50%
reductions in the number of classrooms and teachers with 10 or more
referrals, general
reduction in classroom ODRs: Slides: Total ODRs, Triangle, By Class,
By Month, By Locations, By Who is involved, By Major and by Minor,
By Time
of Day, By Teacher response, By Admin, and Suspensions.
Communication a. Walk through the teacher handbook
b. Overview of committees and their major tasks for the year (year at a glance)
based on
our priorities from the Effective Behavior Support Survey (EBS)
Data a. Show one page from the EBS from the school wide - (pull graph)
b. Working together to create one clear set of policies
i. What did we do on the area of communication from the action plan in
the following areas. We want you to help with as much as possible:
1. Hallway behaviors – transition plans TBA
2. Overview of rotational meeting for students (short overview)
3. Consequences for major behaviors or repeat problems (in
school problem solving is coming): a. check in and check out as
needed, office vs class, procedural flow chart, ODR form (how
and when to use - see example and why),
4. redirection strategies (one pager -in handbook)
http://hankbohanon.net/userfiles/High_School_PBS/Presentat
ions/policy_redirection/Handout%20on%20Redirection7-1307%20Shorter.doc
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Good example of how to stay out of a power struggle video see about 6 minutes in - maybe use maybe not
http://vimeo.com/groups/pbisvideos/videos/14818677
c. Create an open line of communication between all staff (survey is coming welcome to share with team at any point)
5.
IV.
Teaching a. Role play teaching example and give example - show clip of teacher teaching
expectation (short) .
b. Great example of teaching expectations - maybe use - maybe not - about 2
Minutes into video http://vimeo.com/groups/pbisvideos/videos/14818677
c. Discuss lesson plans for first two weeks
d. Boosters and on-going teaching – focus on (PUT THE MONTHS IN HERE FOR
RE-Teaching AND BOOSTERS BASED ON MONTHLY GRAPH)
V.
Incentives and Acknowledgements The intent of this team is to encourage and recognize desired positive
behaviors
b. How to acknowledge (see one pager - in handbook)
http://hankbohanon.net/userfiles/High_School_PBS/Presentations/Acknowl
edging%20One%20Pager.doc
c. Staff will be encouraged to establish their own “best” methods of recognizing
and acknowledging their students that best fit their own classroom
management and organizational styles and needs.
d. High frequency School Store System- stickers and school store - how this works
a.
e.
f.
g.
(See TMMS Acknowledgement Grid)
Small Group Awards - Checking for appropriate language, Honor roll, Disrespect
Checks, and Acknowledging Teacher (See TMMS Acknowledgement Grid)
School Wide Awards: If the students have over 95% attendance in December they will be
rewarded with a school dance on December 21st., 2. If we see a 10% drop in Office Discipline
Referrals from February to March we will have a Dance on March 28 th. If we see a 10% drop
in ODRs from May to June we will have a dance June 14th.(See TMMS Acknowledgement
Grid)
We are hopeful that we as a school will become more mindful of all of the
little (and big) things that are done on a daily basis to help maintain a
positive work environment.
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